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   <h1>Ingl&eacute;s - Nivel                 4</h1>
   <strong>BOOK USED:</strong> TOP NOTCH 2B
   <p><strong>UNIT 6:  Eating well</strong></p>
   <ul>
     <li>Communication Goals:	&bull;	Talk about food passions<br />
       &bull;	Make an excuse to decline food<br />
       &bull;	Discuss lifestyle changes you have made<br />
       &bull;	Describe local dishes<br />
       Vocabulary:	&bull;	Nutrition terminology<br />
       &bull;	Food passions<br />
       &bull;	Excuses for not eating something<br />
       &bull;	Food descriptions<br />
       Grammar:	&bull;	Use to / Used to<br />
       &bull;	Negative yes / no questions<br />
       &bull;	Offers and suggestions with Why don&rsquo;t&hellip;?<br />
       GRAMMAR BOOSTER<br />
       &bull;	Use to / Used to: expansion<br />
       &#61607;	Be used to vs. get used to<br />
       &#61607;	Would + base form<br />
       &bull;	More about negative yes / no questions, Why don&rsquo;t&hellip;?<br />
       Conversation Strategies:	&bull;	Provide an emphatic affirmative response with Definitely<br />
       &bull;	Offer food with Please help your self<br />
       &bull;	Acknowledge someone&rsquo;s efforts by saving something positive<br />
       &bull;	Soften the rejection of an offer with I&rsquo;ll pass on the     ___<br />
       &bull;	Use a negative question to express surprise<br />
       &bull;	Use It&rsquo;s not a problem to downplay inconvenience<br />
       Listening/<br />
       Pronunciation:	Listening Skills:<br />
       &bull;	Listen for details<br />
       &bull;	Listen to personalize<br />
       Pronunciation:<br />
       &bull;	Sound reduction: use to / used to<br />
       Reading:	Texts:<br />
       &bull;	A healthy eating pyramid<br />
       &bull;	LDescriptions of types of diets<br />
       &bull;	A magazine article about eating habits<br />
       &bull;	A lifestyles survey<br />
       &bull;	Menu ingredients<br />
       &bull;	A photo story<br />
       Skills/strategies:<br />
       &bull;	Understand from context<br />
       &bull;	Summarize<br />
       &bull;	Compare and contrast<br />
       Writing:	Task:<br />
       &bull;	Write persuasive paragraph about the differences in present-day and past diets<br />
       WRITING BOOSTER<br />
       &bull;	Connecting ideas: subordinating conjunctions <br />
     </li>
   </ul>
   <p><strong>UNIT 7:  About Personality</strong></p>
   <ul>
     <li>Communication Goals:	&bull;	Get to know someone&rsquo;s like and dislikes <br />
       &bull;	Cheer someone&rsquo;s up<br />
       &bull;	Discuss personality and its origin<br />
       &bull;	Examine the impact of birth order on personality <br />
       Vocabulary:	&bull;	Positive and negative adjectives<br />
       &bull;	Terms to discuss psychology and personality <br />
       Grammar:	&bull;	Gerunds and infinitives as direct objects<br />
       &bull;	Gerunds as objects of prepositions<br />
       GRAMMAR BOOSTER<br />
       &bull;	Gerunds and infinitives: other functions<br />
       &bull;	Negative gerunds<br />
       Conversation Strategies:	&bull;	Clarify an earlier question with Well, for example,&hellip;<br />
       &bull;	Buy time to think with Let&rsquo;s see<br />
       &bull;	Use auxiliary do to emphasize a verb<br />
       &bull;	Thank someone for showing interest<br />
       &bull;	Offer empathy with I now what you mean<br />
       Listening/<br />
       Pronunciation:	Listening Skills:<br />
       &bull;	Listen for main ideas<br />
       &bull;	Listen for specific information<br />
       &bull;	Synthetisize information<br />
       &bull;	Infer information<br />
       Pronunciation:<br />
       &bull;	Reduction of to in infinitives<br />
&bull; Reading:	Texts:<br />
&bull;	A pop psychology website<br />
&bull;	A textbook excerpt about the nature / nurture controversy<br />
&bull;	Personality surveys<br />
&bull;	A photo story<br />
Skills/strategies:<br />
&bull;	Support reasoning with details<br />
&bull;	Understand from context<br />
&bull;	Make personal comparisons<br />
Writing:	Task:<br />
&bull;	Write an essay describing someone&rsquo;s personality<br />
WRITING BOOSTER<br />
&bull;	Parallel structure 
<br />
     </li>
   </ul>
   <p><strong>UNIT 8:  The arts</strong><em></em></p>
<ul>
  <li>Communication Goals:	&bull;	Recommend a museum<br />
    &bull;	Ask about and describe art objects<br />
    &bull;	Talk about artistic talent and where it comes from<br />
    &bull;	Discuss your favorite artists and the reasons you like them <br />
    Vocabulary:	&bull;	Kinds of art<br />
    &bull;	Positive adjectives<br />
    &bull;	Materials and objects<br />
    &bull;	Describing how art affects us<br />
    Grammar:	&bull;	The passive voice <br />
    &#61607;	Form, meaning, and usage<br />
    &#61607;	Statements and questions<br />
    GRAMMAR BOOSTER<br />
    &bull;	Transitive and intransitive verbs<br />
    &bull;	The passive voice: form in all tenses<br />
    Conversation Strategies:	&bull;	Say Be sure not to miss ____ to emphasize the importance of an action<br />
    &bull;	Introduce the firt aspect of an opinion with For one thing,&hellip;<br />
    &bull;	Express enthusiasm for what someone has said with No kidding!<br />
    &bull;	Invite someone&rsquo;s opinion with What do you think of ____?<br />
&bull; Listening/<br />
Pronunciation:	Listening Skills:<br />
&bull;	Understand from context<br />
&bull;	Listen to take notes<br />
&bull;	Infer point of view<br />
Pronunciation:<br />
&bull;	Empathic stress<br />
Reading:	Texts:<br />
&bull;	Museum descriptions<br />
&bull;	A book excerpt about the origin of artistic talent<br />
&bull;	An artistic survey<br />
&bull;	A photo story<br />
Skills/strategies:<br />
&bull;	Recognize the main idea<br />
&bull;	Identify supporting details<br />
&bull;	Paraphrase<br />
Writing:	Task:<br />
&bull;	Write a detailed description of a decorative object<br />
WRITING BOOSTER<br />
&bull;	 Providing supporting details
<br />
     </li>
   </ul>
   <p><strong>UNIT 9: Living with computers</strong></p>
   <ul>
     <li>Communication Goals:	&bull;	Troubleshoot computers problems<br />
       &bull;	Recommend a better deal<br />
       &bull;	Describe how you use computers<br />
       &bull;	Discuss the social impact of the internet<br />
       Vocabulary:	&bull;	Computers parts<br />
       &bull;	Ways to reassure someone<br />
       &bull;	Computers terms and commands<br />
       &bull;	Internet activities<br />
       Grammar:	&bull;	The infinitive of purpose<br />
       &bull;	Comparissons with as&hellip;as<br />
       &#61607;	Meaning and usage<br />
       &#61607;	Just, almost, quite, nearly<br />
       GRAMMAR BOOSTER<br />
       &bull;	Expressing purpose with in order to and for<br />
       &bull;	As&hellip;as to compare adverbs<br />
       &bull;	Comparative / superlatives: review<br />
       Conversation Strategies:	&bull;	Ask for assistance with could you take a look at ____?<br />
       &bull;	Introduce an explanation with Well,&hellip;<br />
       &bull;	Make a suggestion with Why don&rsquo;t you try ___ing?<br />
       &bull;	Express interest informally with Oh, yeah?<br />
       &bull;	Use Everyone says&hellip; to introduce a popular opinion<br />
       &bull;	Say Well, I&rsquo;ve heard ____ to support a point of view<br />
       Listening/<br />
       Pronunciation:	Listening Skills:<br />
       &bull;	Infer meaning<br />
       &bull;	Listen for the main idea<br />
       &bull;	Listen for details<br />
       Pronunciation:<br />
       &bull;	Stress in as&hellip;as phrases<br />
       Reading:	Texts:<br />
       &bull;	A computer troubleshooting website<br />
       &bull;	A computer user survey<br />
       &bull;	Newspaper clippings about the internet<br />
       &bull;	A photo story<br />
       Skills/strategies:<br />
       &bull;	Understand from context<br />
       &bull;	Relate to personal experience<br />
       Writing:	Task:<br />
       &bull;	Write an essay evaluating the benefits and problems of the internet<br />
       WRITING BOOSTER<br />
       &bull;	 Organizing ideas
       <br />
     </li>
   </ul>
   <p><strong>UNIT 10: Ethics and values</strong></p>
   <ul>
     <li>Communication Goals:	&bull;	Discuss ethical choices<br />
       &bull;	Return someone else&rsquo;s property<br />
       &bull;	Express personal values<br />
       &bull;	Discuss acts of kindness and honesty <br />
       Vocabulary:	&bull;	Ways to confirm a response<br />
       &bull;	Ethical choices<br />
       &bull;	Ways to acknowledge thanks<br />
       &bull;	Personal values<br />
       Grammar:	&bull;	The real and unreal conditional <br />
       &#61607;	Form, usage, common errors<br />
       &bull;	Possessive pronouns / Whose <br />
       &#61607;	Form, <br />
       GRAMMAR BOOSTER<br />
       &bull;	Present and future factual conditionals: usage and common errors<br />
       &bull;	Order of clauses: punctuation<br />
       &bull;	Possessive nouns: review and expansion<br />
       &bull;	Pronouns: summary<br />
       Conversation Strategies:	&bull;	Say you think so? To reconfirm someone&rsquo;s opinion<br />
       &bull;	Provide an emphatic affirmative response with Absolutely<br />
       &bull;	Acknowledge thanks with Don&rsquo;t mention it<br />
       Listening/<br />
       Pronunciation:	Listening Skills:<br />
       &bull;	Listen to infer information<br />
       &bull;	Listen for main ideas<br />
       &bull;	Understand vocabulary from context<br />
       &bull;	Listen to apply new vocabulary<br />
       &bull;	Support reasoning with details<br />
       Pronunciation:<br />
       &bull;	Assimilation of d + y in would you<br />
       Reading:	Texts:<br />
       &bull;	A personal values self-test<br />
       &bull;	Print and online news stories about kindness and honesty<br />
       &bull;	A photo story<br />
       Skills/strategies:<br />
       &bull;	Predict<br />
       &bull;	Infer meaning<br />
       &bull;	Summarize<br />
       &bull;	Interpret information<br />
       &bull;	Relate to personal experience<br />
       Writing:	Task:<br />
       &bull;	Write essay about someone&rsquo;s personal choice<br />
       WRITING BOOSTER<br />
       &bull;	 Introducing conflicting ideas
       <br />
     </li>
   </ul>
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